Anita E Woolfolk
Biographic Data
| ID | 1584182 |
|---|---|
| NAME | Anita E Woolfolk |
| GIVEN NAMES | Anita E |
| FAMILY NAME | Woolfolk |
| SIGNATURE | WOOLFOLK A E |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 57 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 1993 |
| H-INDEX | 2 |
Teachers' Sense of Efficacy and the Organizational Health of Schools
This study examined the relationships between 2 carefully specified dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate (institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis). The sample was composed of 179 teachers, randomly selected from 37 elementary schools in New Jersey. A teacher efficacy scale and a version of the Organizatio…
Prospective teachers' sense of efficacy and beliefs about control.
We examined the structure and meaning of efficacy for a sample of 182 prospective teachers and related efficacy to beliefs about control and motivation. The two independent dimensions of teaching efficacy (TE) and personal efficacy (PE) usually identified in studies of experienced teachers were also found for these prospective teachers. Both TE and PE were significantly correlated with bureaucratic orientation, but in opposite directions. Neither…
Teachers' sense of efficacy and their beliefs about managing students
Socialization of Student Teachers
In this study of organizational socialization, student teachers became more controlling in their perspectives as they completed their practice teaching. They became significantly more custodial in pupil-control orientation as well as more controlling in their orientation toward social problem solving. Student teachers also became less confident that they could overcome the limitations of home environment and family background. It is surprising th…
This issue
Nonverbal communication and the study of teaching
1985). Nonverbal communication and the study of teaching. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 77-84
Research perspectives on communication in classrooms
Effects of Teacher Verbal and Nonverbal Behaviors on Student Perceptions and Attitudes
Robert L. Woolfolk, Anita E. Woolfolk, Effects of Teacher Verbal and Nonverbal Behaviors on Student Perceptions and Attitudes, American Educational Research Journal, Vol. 11, No. 3 (Summer, 1974), pp. 297-303
Debate
In the main, previous well-controlled research on the effects of teacher behavior upon students has excluded consideration of nonverbal dimensions of teacher communications. The essential and important elements within the classroom situation have been presumed to be found through an analysis of the verbal communication (Galloway, 1971). Such an assumption draws little support from experienced teachers who know the potency of a glance, a gesture o…
Nonverbal Teacher Behaviors
The critique of this study (Galloway, 1974) raises several criticisms of the research as well as some key issues related to the study of nonverbal behavior in the classroom. In this writing we shall attempt to respond both to specific criticisms of the study and to questions of a more general nature. In seeking the answers to questions of human behavior researchers are invariably forced to choose either the laboratory or the field as the arena of…
Teachers' sense of efficacy and their beliefs about managing students
Socialization of Student Teachers
In this study of organizational socialization, student teachers became more controlling in their perspectives as they completed their practice teaching. They became significantly more custodial in pupil-control orientation as well as more controlling in their orientation toward social problem solving. Student teachers also became less confident that they could overcome the limitations of home environment and family background. It is surprising th…
Nonverbal communication and the study of teaching
1985). Nonverbal communication and the study of teaching. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 77-84
Effects of Teacher Verbal and Nonverbal Behaviors on Student Perceptions and Attitudes
Robert L. Woolfolk, Anita E. Woolfolk, Effects of Teacher Verbal and Nonverbal Behaviors on Student Perceptions and Attitudes, American Educational Research Journal, Vol. 11, No. 3 (Summer, 1974), pp. 297-303
Debate
In the main, previous well-controlled research on the effects of teacher behavior upon students has excluded consideration of nonverbal dimensions of teacher communications. The essential and important elements within the classroom situation have been presumed to be found through an analysis of the verbal communication (Galloway, 1971). Such an assumption draws little support from experienced teachers who know the potency of a glance, a gesture o…
Nonverbal Teacher Behaviors
The critique of this study (Galloway, 1974) raises several criticisms of the research as well as some key issues related to the study of nonverbal behavior in the classroom. In this writing we shall attempt to respond both to specific criticisms of the study and to questions of a more general nature. In seeking the answers to questions of human behavior researchers are invariably forced to choose either the laboratory or the field as the arena of…
This issue
Nonverbal communication and the study of teaching
1985). Nonverbal communication and the study of teaching. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 77-84
Research perspectives on communication in classrooms
Prospective teachers' sense of efficacy and beliefs about control.
We examined the structure and meaning of efficacy for a sample of 182 prospective teachers and related efficacy to beliefs about control and motivation. The two independent dimensions of teaching efficacy (TE) and personal efficacy (PE) usually identified in studies of experienced teachers were also found for these prospective teachers. Both TE and PE were significantly correlated with bureaucratic orientation, but in opposite directions. Neither…
Teachers' sense of efficacy and their beliefs about managing students
Socialization of Student Teachers
In this study of organizational socialization, student teachers became more controlling in their perspectives as they completed their practice teaching. They became significantly more custodial in pupil-control orientation as well as more controlling in their orientation toward social problem solving. Student teachers also became less confident that they could overcome the limitations of home environment and family background. It is surprising th…
Teachers' Sense of Efficacy and the Organizational Health of Schools
This study examined the relationships between 2 carefully specified dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate (institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis). The sample was composed of 179 teachers, randomly selected from 37 elementary schools in New Jersey. A teacher efficacy scale and a version of the Organizatio…
Psychology (10 works) · Mathematics education (8 works) · Social Psychology (7 works) · Communication in Education and Healthcare (5 works) · Social Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Nonverbal communication (4 works) · Pedagogy (4 works) · Developmental psychology (3 works) · Self-efficacy (3 works)